Abstract: Learning styles (LSs) correspond to the individual preferences of a person regarding the modes and forms in which he/she prefers to learn throughout the teaching/learning process. The content presentation of learning objects (LOs) using knowledge about the students’ LSs offers them digital educational resources tailored to their individual learning preferences. In this context, the most relevant characteristics of the LSs along with the most appropriate forms of LOs' content presentation were mapped and associated. Such was performed in order to define the composition of an adaptive model of LO's content presentation considering the LSs, which was called Adaptation of Content Presentation of Learning Objects Considering Learning Styles (ACPLOLS). LO prototypes were created with interfaces that were adapted to students' LSs. These prototypes were based on a model created for validation of the approaches that were used, which were established through experiments with the students. The results of subjective measures of students' emotional responses demonstrated that the ACPLOLS has reached the desired results in relation to the adequacy of the LOs interface, in accordance with the Felder-Silverman LSs Model.
Abstract: Individuals are generally associated with different learning styles, which have been explored extensively in recent past. The learning styles refer to the potential of an individual by which s/he can easily comprehend and retain information. Among various learning style models, VARK is the most accepted model which categorizes the learners with respect to their sensory characteristics. Based on the number of preferred learning modes, the learners can be categorized as uni-modal, bi-modal, tri-modal, or quad/multi-modal. Although there is a prevalent belief in the learning styles, however, the model is not being frequently and effectively utilized in the higher education. This research describes the identification model to validate teacher’s didactic practice and student’s performance linkage with the learning styles. The identification model is recommended to check the effective application and evaluation of the various learning styles. The proposed model is a guideline to effectively implement learning styles inventory in order to ensure that it will validate performance linkage with learning styles. If performance is linked with learning styles, this may help eradicate the distrust on learning style theory. For this purpose, a comprehensive study was conducted to compare and understand how VARK inventory model is being used to identify learning preferences and their correlation with learner’s performance. A comparative analysis of the findings of these studies is presented to understand the learning styles of tertiary students in various disciplines. It is concluded with confidence that the learning styles of students cannot be associated with any specific discipline. Furthermore, there is not enough empirical proof to link performance with learning styles.
Abstract: Learning styles (LS) refer to the ways and forms that the student prefers to learn in the teaching and learning process. Each student has their own way of receiving and processing information throughout the learning process. Therefore, knowing their LS is important to better understand their individual learning preferences, and also, understand why the use of some teaching methods and techniques give better results with some students, while others it does not. We believe that knowledge of these styles enables the possibility of making propositions for teaching; thus, reorganizing teaching methods and techniques in order to allow learning that is adapted to the individual needs of the student. Adapting learning would be possible through the creation of online educational resources adapted to the style of the student. In this context, this article presents the structure of a learning object interface adaptation based on the LS. The structure created should enable the creation of the adapted learning object according to the student's LS and contributes to the increase of student’s motivation in the use of a learning object as an educational resource.
Abstract: Students learn effectively in a learning environment with a suitable teaching approach that matches their learning preferences. The main objective of the study is to examine the learning preferences amongst the students in the Science and Technology (S&T), and Social Science (SS) fields of study at the Universiti Teknologi Mara (UiTM), Pulau Pinang. The measurement instrument is based on the Dunn and Dunn Learning Styles which measure five elements of learning styles; environmental, sociological, emotional, physiological and psychological. Questionnaires are distributed amongst undergraduates in the Faculty of Mechanical Engineering and Faculty of Business Management. The respondents comprise of 131 diploma students of the Faculty of Mechanical Engineering and 111 degree students of the Faculty of Business Management. The results indicate that, both S&T and SS students share a similar learning preferences on the environmental aspect, emotional preferences, motivational level, learning responsibility, persistent level in learning and learning structure. Most of the S&T students are concluded as analytical learners and the majority of SS students are global learners. Both S&T and SS students are concluded as visual learners, preferred to be in an active mobility in a relaxing and enjoying mode with some light of refreshments during the learning process and exhibited reflective characteristics in learning. Obviously, the S&T students are considered as left brain dominant, whereas the SS students are right brain dominant. The findings highlighted that both categories of students exhibited similar learning preferences except on psychological preferences.
Abstract: The classroom of the 21st century is an ever changing
forum for new and innovative thoughts and ideas. With increasing
technology and opportunity, students have rapid access to
information that only decades ago would have taken weeks to obtain.
Unfortunately, new techniques and technology are not the cure for
the fundamental problems that have plagued the classroom ever since
education was established. Class size has been an issue long debated
in academia. While it is difficult to pin point an exact number, it is
clear that in this case more does not mean better. By looking into the
success and pitfalls of classroom size the true advantages of smaller
classes will become clear. Previously, one class was comprised of 50
students. Being seventeen and eighteen- year- old students,
sometimes it was quite difficult for them to stay focused. To help
them understand and gain much knowledge, a researcher introduced
“The Theory of Multiple Intelligence” and this, in fact, enabled
students to learn according to their own learning preferences no
matter how they were being taught. In this lesson, the researcher
designed a cycle of learning activities involving all intelligences so
that everyone had equal opportunities to learn.
Abstract: The classroom of the 21st century is an ever changing forum for new and innovative thoughts and ideas. With increasing technology and opportunity, students have rapid access to information that only decades ago would have taken weeks to obtain. Unfortunately, new techniques and technology is not a cure for the fundamental problems that have plagued the classroom ever since education was established. Class size has been an issue long debated in academia. While it is difficult to pin point an exact number, it is clear that in this case more does not mean better. By looking into the success and pitfalls of classroom size the true advantages of smaller classes will become clear. Previously, one class was comprised of 50 students. Being seventeen and eighteen-year-old students, sometimes it was quite difficult for them to stay focused. To help them understand and gain much knowledge, a researcher introduced “The Theory of Multiple Intelligence” and this, in fact, enabled students to learn according to their own learning preferences no matter how they were being taught. In this lesson, the researcher designed a cycle of learning activities involving all intelligences so that everyone had equal opportunities to learn.
Abstract: This study is conducted to investigate the disparity of between learning styles and cognitive abilities specifically in Vocational Education. Felder and Silverman Learning Styles Model (FSLSM) was applied to measure the students’ learning styles while the content in Building Construction Subject consists; knowledge, skills and problem solving were taken into account in constructing the elements of cognitive abilities. Building Construction is one of the vocational courses offered in Vocational Education structure. There are four dimension of learning styles proposed by Felder and Silverman intended to capture student learning preferences with regards to processing either active or reflective, perception based on sensing or intuitive, input of information used visual or verbal and understanding information represent with sequential or global learner. Felder-Solomon Learning Styles Index was developed based on FSLSM and the questions were used to identify what type of student learning preferences. The index consists 44 item-questions characterize for learning styles dimension in FSLSM. The achievement test was developed to determine the students’ cognitive abilities. The quantitative data was analyzed in descriptive and inferential statistic involving Multivariate Analysis of Variance (MANOVA). The study discovered students are tending to be visual learners and each type of learner having significant difference whereas cognitive abilities there are different finding for each type of learners in knowledge, skills and problem solving. This study concludes the gap between type of learner and the cognitive abilities in few illustrations and it explained how the connecting made. The finding may help teachers to facilitate students more effectively and to boost the student’s cognitive abilities.
Abstract: This paper examined the influence of matching
students- learning preferences with the teaching methodology
adopted, on their academic performance in an accounting course in
two types of learning environment in one university in Lebanon:
classes with PowerPoint (PPT) vs. conventional classes. Learning
preferences were either for PPT or for Conventional methodology. A
statistically significant increase in academic achievement is found in
the conventionally instructed group as compared to the group taught
with PPT. This low effectiveness of PPT might be attributed to the
learning preferences of Lebanese students. In the PPT group, better
academic performance was found among students with
learning/teaching match as compared with students with
learning/teaching mismatch. Since the majority of students display a
preference for the conventional methodology, the result might
suggest that Lebanese students- performance is not optimized by PPT
in the accounting classrooms, not because of PPT itself, but because
it is not matching the Lebanese students- learning preferences in such
a quantitative course.